چکیده:
Assessing learners’ present and real life language needs can contribute to learners’ active participation in learning processes. , Assessing learners’ task-based needs and aligning them with pedagogical tasks are significant in English for medical purpose (EMS) courses. The main objectives of the present study were to assess learners’ needs and to determine whether they are practiced in EMS courses. In this study, pedagogical tasks practiced in EMS courses at universities of medical sciences in Iran were identified and the task-based language learners practiced by stakeholders in real life situations were assessed. The results showed that some of the pedagogical tasks were not aligned with the real life task-based needs. Moreover, the pedagogical tasks and task-based needs were not aligned in terms of mode, channel and degree of interaction. The results can be applied by EMS teachers and material developers for meeting the learners’ specific needs.
خلاصه ماشینی:
Assessing Task-based English Language Needs of Medicine Students: Are They Aligned with Pedagogical Tasks in EMS Courses?
In this study, pedagogical tasks practiced in EMS courses at universities of medical sciences in Iran were identified and the task-based language learners practiced by stakeholders in real life situations were assessed.
Robinson (2001) argues: Adopting tasks as the unit of analysis helps to ensure a high degree of real-world relevance, since they are based on a needs analysis of target performance objectives, thereby most likely increasing student interest and motivation in classroom pedagogic activities, and the possibility of direct transfer of the abilities developed in classrooms to similar situational contexts (p.
Long (2005) suggests that task-based needs analysis is more advantageous than other traditional needs analysis approaches, such as learning- centred approach (Hutchinson & Waters, 1994), present situation analysis (Richterich & Chancerel, 1980) and target situation analysis (Munby, 1978) because it provides more valid data on the target tasks, it identifies the real world uses of the language, and its results can be readily used as input for the content-based or task-based course design.
However, the content analysis of the interviews with participants showed that some tasks including performing, 95 Iranian Journal of Applied Language Studies,Vol 6, No 2, 2014 giving information, receiving information, and personal expression will be performed by the discourse community members in real life situations, which are rarely practiced by teachers or students in EMS classes.